Research Article
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A Research on Personal Factors Predicting Academic Achievement of Secondary School Students

Year 2017, Volume: 6 Issue: 3, 1211 - 1226, 30.10.2017
https://doi.org/10.14686/buefad.341344

Abstract

The purpose of this research is to examine the
predictive effects of academic intrinsic motivation and self-efficacy factors
within the personal factors on the academic achievement of secondary school
students. A total of 254 students, 53.9% female and 46.1% male, participated in
the research. The sample of the research was formed by two randomly chosen high
schools, one of Anatolian High School and one of Vocational High School,
including 9th, 10th, 11th and 12th grades of two classes, in Izmir province. The
research was carried out in the correlational research within the context of
the descriptive research methods. Personal information form, academic intrinsic
motivation scale and general self-efficacy scale were used as data collection
tools. The Pearson Product-Moment Correlation coefficient was used to determine
the relationship between the academic achievement and the sub-factors of the
academic intrinsic motivation and the general self-efficacy. Multiple linear
regression analysis was conveyed to determine to what extent the sub-factors of
the academic intrinsic motivation and the general self-efficacy explained the
variance of the students' academic achievement. The results revealed that the
personal factors that predict the academic achievement of the students are in
the order of initiation, fear of failure, social acceptance, insistence-effort
and need for achievement. It was also found that all sub-factors explained 56%
of the variance in academic achievement of secondary school students.

References

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  • Alemdağ, C., Öncü, E. ve Yılmaz, A. K. (2014). Beden eğitimi öğretmeni adaylarının akademik motivasyon ve akademik öz-yeterlikleri. Hacettepe Spor Bilimleri Dergisi. 25(1), 23-35.
  • Alivernini, F., & Lucidi, F. (2011). Relationship between social context, self-efficacy, motivation, academic achievement, and intention to drop out of high school: a longitudinal study. The Journal of Educational Research. 104, 241-252.
  • Al Khatib, S. A. (2010). Meta-cognitive self-regulated learning and motivational beliefs as predictors of college students' performance. International Journal for Research in Education. 27, 57-72.
  • Aydın, F. (2010). Akademik başarının yordayıcısı olarak akademik güdülenme, öz yeterlilik ve sınav kaygısı. (Yüksek Lisans Tezi), Hacettepe Üniversitesi, Ankara.
  • Baeten, M., Dochy, F., & Struyven, K. (2013). The effects of different learning environments on students’ motivation for learning and their achievement. British Journal of Educational Psychology. 83, 484-501.
  • Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior, Vol. 4, (p. 71-81), New York: Academic Press.
  • Bandura, A. (1995). Self-efficacy in changing societies. New York: Cambridge University Press.
  • Bandura, A. (1997). Self-efficacy: the exercise of control. United States of America: W. H. Freedman and Company.
  • Boyd, F. B. (2002). Motivation to continue: enhancing literacy learning for struggling readers and writers. Reading and Writing Quarterly: Overcoming Learning Difficulties. 18, 257–277.
  • Britner, S. L. & Pajares, F. (2001). Self-efficacy beliefs, motivational, race, and gender in middle school science. Journal of Women and Minorities in Science and Engineering. 7, 271-285.
  • Brophy, J. (1983). Conceptualizing student motivation. Educational Psychologist. 18, 200-215.
  • Brown, B. L. (2010). The impact of self-efficacy and motivation characteristics on the academic achievement of upward bound participants. (Doctoral Dissertation), The University of Southern Mississippi, Mississippi.
  • Büyüköztürk, Ş. (2015). Sosyal bilimler için veri analizi el kitabı (Genişletilmiş 21.Baskı). Ankara: Pegem Akademi.
  • Carpenter, S. L. (2007). A comparison of the relationships of students’ self-efficacy, goal orientation, and achievement across grade levels: a meta-analysis. (Unpublished of master thesis), Simon Fraser University, Canada.
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  • Goldberg, M. D., & Cornell, D. G. (1998). The influence of intrinsic motivation and self-concept on academic achievement in second- and third-grade students. Journal of Education of the Gifted. 21, 179–205.
  • Gujaratı, N. D. (1995). Basic econometrics (3rd Edition). New York: McGraw-Hill.
  • Hackett, G., Betz, N. E., Casas, J. M., & Rocha-Singh, I. A. (1992). Gender, ethnicity, and social cognitive factors predicting the academic achievement of students in engineering. Journal of Counseling Psychology. 39(4), 527-538.
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  • Kalaycı, Ş. (2010). SPSS uygulamalı çok değişkenli istatistik teknikleri (5. Baskı). Ankara: Asil Yayınevi.
  • Kapıkıran, Ş. (1999). Başarı korkusu ve başarısızlık korkusunun bazı psiko-sosyal değişkenlerle ilişkisinin incelenmesi. (Doktora Tezi),Dokuz Eylül Üniversitesi, İzmir.
  • Kapıkıran, Ş. ve Özgüngör, S. (2009). Ergenlerin sosyal destek düzeylerinin akademik başarı ve güdülenme düzeyi ile ilişkileri. Çocuk ve Gençlik Ruh Sağlığı Dergisi. 16(1), 21-30.
  • Karataş, H. ve Erden, M. (2012). Akademik motivasyon ölçeğinin dilsel eşdeğerlik, geçerlik ve güvenirlik çalışması. e-Journal of New World Sciences Academy. 7(4), 983-1003.
  • Karasar, N. (2006). Bilimsel araştırma yöntemi. Ankara: Nobel yayın Dağıtım.
  • Kavale, K. A., & Mostert, M. P. (2004). Social skills ınterventions for ındividuals with learning disabilities. Journal of Learning Disabilities. 27(1), 31-43.
  • Klomegah, R. Y. (2007). Predictors of academic performance of university students: an application of the goal efficacy model. College Student Journal. 41(2), 407-415.
  • Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: age differences and academic correlates. Journal of Educational Psychology. 97(2), 184-196.
  • Lodewyk, K. R., Gammage, K. L., & Sullivan, P. J. (2009). Relations among body size discrepancy, gender, and ındices of motivation and achievement in high school physical education. Journal of Teaching in Physical Education. 28, 362-377.
  • Margolis, H., & Mccabe, P. P. (2006). Improving self-efficacy and motivation: what to do, what to say. Intervention in School and Clinic. 41(4), 218–227.
  • Meyer, L. H., Mcclure, J., Walkey, F., Weir, K. F., & Mckenzie, L. (2009). Secondary student motivation orientations and standarts-based achievement outcomes. British Journal of Educational Psychology. 79(2), 273-293.
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Ortaöğretim Öğrencilerinin Akademik Başarılarını Yordayan Kişisel Faktörler Üzerine Bir Araştırma

Year 2017, Volume: 6 Issue: 3, 1211 - 1226, 30.10.2017
https://doi.org/10.14686/buefad.341344

Abstract

Bu araştırmanın amacı, Ortaöğretim öğrencilerinin
akademik başarıları üzerine kişisel faktörlerden akademik içsel motivasyon ve
genel özyeterlilik faktörlerinin yordayıcı etkilerini incelemektir. Araştırmaya
%53,9’u kız, %46,1’i erkek olmak üzere toplam 254 ortaöğretim öğrencisi
katılmıştır. Araştırmanın örneklemi, İzmir ili kapsamında tesadüfi örnekleme
yöntemiyle seçilen bir Anadolu Lisesi ve bir Meslek Lisesi olmak üzere toplam
iki lisenin 9., 10., 11. ve 12. sınıflarından rastgele seçilen ikişer şube ile
oluşturulmuştur. Araştırma betimsel araştırma yöntemlerinden ilişkisel tarama
modelinde gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak kişisel
bilgi formu, akademik içsel motivasyon ölçeği ve genel özyeterlilik ölçeği
kullanılmıştır. Ortaöğretim öğrencilerinin akademik başarıları ile akademik
içsel motivasyonları ve genel özyeterlilikleri arasındaki ilişkinin
belirlenmesinde Pearson Momentler Çarpımı Korelasyon katsayısından
yararlanılmıştır. Öğrencilerin, akademik içsel motivasyonları ve genel
özyeterlilikleri alt faktörlerinin akademik başarılarındaki varyansın ne
kadarını açıkladığını saptamak için ise çoklu doğrusal regresyon analizi
kullanılmıştır. Araştırma sonuçlarından öğrencilerin akademik başarılarını
yordayan kişisel faktörlerin önem sırasının başlama, başarısızlık korkusu,
sosyal kabul, sürdürme çabası-ısrar ve başarı gereksinimi şeklinde olduğu
ortaya çıkmıştır. Ayrıca tüm alt faktörlerin akademik başarı üzerindeki
varyansın %56’sını açıkladığı bulunmuştur. 

References

  • Acat, M. B. ve Dereli, E. (2012). Preschool teaching students’ prediction of decision making strategies and academic achievement on learning motivations. Educational Sciences: Theory & Practice. 12(4), 2670-2678.
  • Akça, H. (2002). Başarının sekiz temel direği. Ankara: Tuğra Yayıncılık.
  • Akkuzu, N. (2014). The role of different types of feedback in the reciprocal interaction of teaching performance and self-efficacy belief. Australian Journal of Teacher Education. 39(3), 36-66.
  • Alcı, B. (2015). The influence of self-efficacy and motivational factors on academic performance in general chemistry course: a modeling study. Educational Research and Reviews. 10(4), 453-461.
  • Alemdağ, C., Öncü, E. ve Yılmaz, A. K. (2014). Beden eğitimi öğretmeni adaylarının akademik motivasyon ve akademik öz-yeterlikleri. Hacettepe Spor Bilimleri Dergisi. 25(1), 23-35.
  • Alivernini, F., & Lucidi, F. (2011). Relationship between social context, self-efficacy, motivation, academic achievement, and intention to drop out of high school: a longitudinal study. The Journal of Educational Research. 104, 241-252.
  • Al Khatib, S. A. (2010). Meta-cognitive self-regulated learning and motivational beliefs as predictors of college students' performance. International Journal for Research in Education. 27, 57-72.
  • Aydın, F. (2010). Akademik başarının yordayıcısı olarak akademik güdülenme, öz yeterlilik ve sınav kaygısı. (Yüksek Lisans Tezi), Hacettepe Üniversitesi, Ankara.
  • Baeten, M., Dochy, F., & Struyven, K. (2013). The effects of different learning environments on students’ motivation for learning and their achievement. British Journal of Educational Psychology. 83, 484-501.
  • Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior, Vol. 4, (p. 71-81), New York: Academic Press.
  • Bandura, A. (1995). Self-efficacy in changing societies. New York: Cambridge University Press.
  • Bandura, A. (1997). Self-efficacy: the exercise of control. United States of America: W. H. Freedman and Company.
  • Boyd, F. B. (2002). Motivation to continue: enhancing literacy learning for struggling readers and writers. Reading and Writing Quarterly: Overcoming Learning Difficulties. 18, 257–277.
  • Britner, S. L. & Pajares, F. (2001). Self-efficacy beliefs, motivational, race, and gender in middle school science. Journal of Women and Minorities in Science and Engineering. 7, 271-285.
  • Brophy, J. (1983). Conceptualizing student motivation. Educational Psychologist. 18, 200-215.
  • Brown, B. L. (2010). The impact of self-efficacy and motivation characteristics on the academic achievement of upward bound participants. (Doctoral Dissertation), The University of Southern Mississippi, Mississippi.
  • Büyüköztürk, Ş. (2015). Sosyal bilimler için veri analizi el kitabı (Genişletilmiş 21.Baskı). Ankara: Pegem Akademi.
  • Carpenter, S. L. (2007). A comparison of the relationships of students’ self-efficacy, goal orientation, and achievement across grade levels: a meta-analysis. (Unpublished of master thesis), Simon Fraser University, Canada.
  • Certel, Z. Bahadır, Z., Saracaloğlu, A. S. ve Varol, S. R. (2015). Lise öğrencilerinin öz-yeterlikleri ile öznel iyi oluş düzeyleri arasındaki ilişkinin incelenmesi. Eğitim ve Öğretim Araştırmaları Dergisi. 4(2), 307-318.
  • Chemers, M. M., Hu, L. & Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology. 93(1), 55-64.
  • Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th edition). New York: Routledge Falmer.
  • Downs, P. A. (2006). Student and parent perceptions of academic efficacy, abilities and support: their relationships to navajo american ındian high school students’ academic achievement. (Unpublished Doctoral dissertation),Brigham Young University, Utah.
  • Eggen, P., & Kauchak, D. (1999). Educational Psychology. New Jersey: Prentice-Hall.
  • Elias, S., & Loomis, R. (2002). Utilizing need for cognition and perceived self-efficacy to predict academic performance. Journal of Applied Social Psychology. 32(8), 1687- 1702.
  • Ellez, A. M. (2004). Etkin öğrenme, strateji kullanımı, matematik başarısı, güdü ve cinsiyet ilişkileri. (Doktora Tezi), Dokuz Eylül Üniversitesi, İzmir.
  • Ferla, J., Valcke, M., & Cai, Y. (2009). Academic self-efficacy and academic self-concept: reconsidering structural relationships. Learning and Individual Differences. 19, 499-505.
  • Frankel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. New York: Nc Graw Hill Companies.
  • Gold, J. G. (2010). The relationship between self-efficacy and achievement in at-risk high school students. (Doctoral Dissertation), Walden University College of Education, Minnesota.
  • Goldberg, M. D., & Cornell, D. G. (1998). The influence of intrinsic motivation and self-concept on academic achievement in second- and third-grade students. Journal of Education of the Gifted. 21, 179–205.
  • Gujaratı, N. D. (1995). Basic econometrics (3rd Edition). New York: McGraw-Hill.
  • Hackett, G., Betz, N. E., Casas, J. M., & Rocha-Singh, I. A. (1992). Gender, ethnicity, and social cognitive factors predicting the academic achievement of students in engineering. Journal of Counseling Psychology. 39(4), 527-538.
  • Horzum, M. B. ve Çakır Balta, Ö. (2008). Farklı web tabanlı öğretim ortamlarında öğrencilerin başarı, motivasyon ve bilgisayar kaygı düzeyleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 34, 140-154.
  • Kalaycı, Ş. (2010). SPSS uygulamalı çok değişkenli istatistik teknikleri (5. Baskı). Ankara: Asil Yayınevi.
  • Kapıkıran, Ş. (1999). Başarı korkusu ve başarısızlık korkusunun bazı psiko-sosyal değişkenlerle ilişkisinin incelenmesi. (Doktora Tezi),Dokuz Eylül Üniversitesi, İzmir.
  • Kapıkıran, Ş. ve Özgüngör, S. (2009). Ergenlerin sosyal destek düzeylerinin akademik başarı ve güdülenme düzeyi ile ilişkileri. Çocuk ve Gençlik Ruh Sağlığı Dergisi. 16(1), 21-30.
  • Karataş, H. ve Erden, M. (2012). Akademik motivasyon ölçeğinin dilsel eşdeğerlik, geçerlik ve güvenirlik çalışması. e-Journal of New World Sciences Academy. 7(4), 983-1003.
  • Karasar, N. (2006). Bilimsel araştırma yöntemi. Ankara: Nobel yayın Dağıtım.
  • Kavale, K. A., & Mostert, M. P. (2004). Social skills ınterventions for ındividuals with learning disabilities. Journal of Learning Disabilities. 27(1), 31-43.
  • Klomegah, R. Y. (2007). Predictors of academic performance of university students: an application of the goal efficacy model. College Student Journal. 41(2), 407-415.
  • Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: age differences and academic correlates. Journal of Educational Psychology. 97(2), 184-196.
  • Lodewyk, K. R., Gammage, K. L., & Sullivan, P. J. (2009). Relations among body size discrepancy, gender, and ındices of motivation and achievement in high school physical education. Journal of Teaching in Physical Education. 28, 362-377.
  • Margolis, H., & Mccabe, P. P. (2006). Improving self-efficacy and motivation: what to do, what to say. Intervention in School and Clinic. 41(4), 218–227.
  • Meyer, L. H., Mcclure, J., Walkey, F., Weir, K. F., & Mckenzie, L. (2009). Secondary student motivation orientations and standarts-based achievement outcomes. British Journal of Educational Psychology. 79(2), 273-293.
  • Morgil, İ., Seçken, N. ve Yücel, A. S. (2004). Kimya öğretmen adaylarının öz-yeterlik inançlarının bazı değişkenler açısından incelenmesi. BAÜ Fen Bilimleri Enstitüsü Dergisi. 6(1), 62-72.
  • Ormrod, J. E. (1999). Human learning (3rd ed.). NewJersey: Upper Saddle River, Prentice Hall.
  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research. 66(4), 543-578.
  • Pajares, F., Johnson, M. J., & Usher, E. L. (2007). Sources of writing self-efficacy beliefs of elementary, middle, and high school students. Research in the Teaching of English. 42, 104-120.
  • Sakız, G. (2013). Başarıda anahtar kelime: öz-yeterlik. Uludağ Üniversitesi Eğitim Fakültesi Dergisi. 26(1), 185-209.
  • Schunk, D. H. (1996). Goals and self-evaluative influences during children’s cognitive skill learning. American Educational Research Journal. 33, 359–382.
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There are 71 citations in total.

Details

Journal Section Articles
Authors

Melis Arzu Uyulgan

Nalan Akkuzu

Publication Date October 30, 2017
Published in Issue Year 2017 Volume: 6 Issue: 3

Cite

APA Uyulgan, M. A., & Akkuzu, N. (2017). A Research on Personal Factors Predicting Academic Achievement of Secondary School Students. Bartın University Journal of Faculty of Education, 6(3), 1211-1226. https://doi.org/10.14686/buefad.341344

All the articles published in the journal are open access and distributed under the conditions of CommonsAttribution-NonCommercial 4.0 International License 

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Bartın University Journal of Faculty of Education